Local School Management: Does It Make a Difference?

Mulford, WR; Kendall, LR; Kendall, David A.

doi:10.4135/9781446216576.n3

Cited by 3 publications

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“…Before moving to the methodology, results and summary and discussion of our findings, we briefly summarise other accumulating results from the SGEOP (Mulford and Hogan, 1999;Mulford et al, 2000Mulford et al, , 2002Mulford et al, , 2003. SGEOP has found that: .…”

Section: Introductionmentioning

confidence: 84%

Administrative practice and high school students' perceptions of their school, teachers and performance

Mulford

Kendall

2004

Journal of Educational Administration

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This article explores the relationship between teachers' perceptions of administrative practice in high schools and students' perceptions of the school, teachers and their own performance. It was found that where decision making is perceived by teachers as collegial, collaborative, co-operative and consultative and providing adequate opportunities for participation it will be more likely to lead to positive student perceptions about their school and teachers, as well as perceptions about relationships and their own performance, than where decision making is more top-down, executive or does not foster widespread involvement. Reinforcing these findings it was found that where teachers identify the main sources of stress in their schools as lack of support from management, poor leadership and ineffective decision-making processes, students are much less favourably disposed towards their teachers or their own engagement and performance. Previously reported results have shown that such inclusive decision-making practices may not be widespread in high schools.

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Section: Introductionmentioning

confidence: 84%

Administrative practice and high school students' perceptions of their school, teachers and performance

Mulford

Kendall

2004

Journal of Educational Administration

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“…There was, and continues to be, little evidence to link it to either organizational learning or student outcomes in schools. Elsewhere (Mulford, 2002b;Mulford et al, 2003) I have discussed such transactional leadership as too readily having the potential for facades of orderly purposefulness, doing things right rather than doing the right thing, and procedural illusions of effectiveness.…”

Section: The Early Daysmentioning

confidence: 99%

Organizational Life Cycles and the Development of the National College for School Leadership

Mulford

2004

Educational Management Administration & Leadership

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This article employs organizational life cycle, organizational learning stages and group development stages literature to examine my experiences at the National College for School Leadership (NCSL) during its establishment phase. Support was found, and other foci suggested, for this literature. As well, future issues to be faced by the NCSL were suggested, such as domain expansion and further decentralization and developing the maturity to be able to accommodate those who wish to be constructively critical of its activities.

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“…SBM involves the formal change in the structures of school governance that leads to a more democratic administrative approach in which planning and decision making are devolved to the individual school (Doran, 1999). Other terms that describe this form of managing schools are: site-based management (Dempster, 2000); self-managing school (Caldwell and Spinks, 1988); self-governance (Bush and Gamage, 2001); local school management (Mulford et al, 2003); local management of schools (Gamage, 2000;Giles, 1995); and collaborative management (Cooperman, 1999). Even if SBM is implemented in various modes, a common element of its implementation is "autonomous planning and practice through decentralization" (Kim, 2004, p. 132).…”

Section: Introductionmentioning

confidence: 99%

PSALM for empowering educational stakeholders

Antonio¹,

Gamage

2007

International Journal of Educational Management

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Purpose -The paper aims to examine the effect of implementing participatory school administration, leadership and management (PSALM) on the levels of empowerment among the educational stakeholders. Design/methodology/approach -A mixed method approach, combining the experimental design with empirical surveys, interviews and documentary analysis, was used. Survey respondents (735 for the first survey and 603 for the second survey) were school heads, teachers, students, alumni, parents and community leaders coming from 76 public secondary schools in one provincial school division in the Philippines. Findings -Stakeholders who implemented PSALM reported higher levels of empowerment compared with the control group; school heads and teachers felt more empowered than the other stakeholders after one year of PSALM implementation; there was a trend for the younger and 51 years þ participants to feel less empowered after implementing PSALM. The stakeholders faced challenges in implementing PSALM but they overcame them by opening communication channels and manifesting supportive behaviours. Research limitations/implications -Only people who indicated willingness to implement PSALM were involved, so there was no way to determine how stakeholders who are hesitant to practice the experimental intervention would react. Practical implications -It is suggested that the Philippine public schools should expedite the implementation of PSALM via school councils as a way to improve the school system. Originality/value -The paper presents evidence, drawn from a management experiment, that establishes the link between PSALM and empowerment levels of stakeholders.

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Local School Management: Does It Make a Difference?

Cited by 3 publications

References 0 publications

Administrative practice and high school students' perceptions of their school, teachers and performance

Administrative practice and high school students' perceptions of their school, teachers and performance

Organizational Life Cycles and the Development of the National College for School Leadership

PSALM for empowering educational stakeholders

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